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Students post a short written or sketched idea that could change their community, then read and comment on classmates' ideas on a shared Padlet board. They discuss similarities and differences in how each class sees the problems that matter most.

Students identify chemistry and physics phenomena in their daily environment and share photos and short written observations with partner classes. They compare how the same principles appear in different cultural and local contexts, using only paper, pens, and simple household materials.

Los estudiantes investigan un edificio o estructura local, documentan su historia y contexto mediante fotos y entrevistas, luego comparten sus hallazgos con una clase asociada en otro país para comparar cómo se construyen estructuras similares en diferentes culturas.

Students choose a god, hero, creature, or sacred object from their own mythology and prepare a short illustrated profile to share with a partner class. They then compare matching figures from both cultures, such as creation stories or sea monsters, and highlight similarities and differences on a shared digital map.

Student teams produce a short, ethically sourced news feature on a community sustainability initiative, using simple tools or print formats. They present and peer-review their feature in a live class-to-class broadcast, incorporating feedback from partners abroad.

Students design and handmake Christmas cards to send to their partner class. They present their creation live on video with a brief self introduction and invite their new friends to reply with a card of their own.

This project introduces students to diplomacy through a Mini United Nations Session. Students will represent different countries and practice basic Model UN skills such as public speaking, negotiation, and resolution writing.

After exchanging videos with a partner class, students analyze and compare how education differs across locations, examining teaching styles, daily routines, subjects offered, and school culture. They identify similarities and differences, then prepare questions and observations to discuss during a live video call with their partner class.

In small groups, students create a short picture-and-word presentation about a tradition from their community and perform it in English during the video call. They then answer questions from the partner class and plan one new word to teach them.

In small teams, students design a new number system with their own symbols and rules, then use it to solve simple problems and write a short guide for the partner class. During the video call, they teach their system to the other class and test whether the other students can use it.

Students share stories and drawings about what they learn at school and why education is important to them, then compare their answers with a partner class across the world to discover what students everywhere value about learning.

Students work with their international partner class to co-create a shared declaration or manifesto that redefines feminism for their generation, incorporating diverse voices, challenges, and solutions from both communities. They design and present this collaborative piece on or around International Girl Child Day, using multimedia formats to amplify their redefined vision of feminism globally.